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Creating Multimedia Localisation Training Materials the Process and Resources Developed for Ecolomedia

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Creating Multimedia Localisation Training Materials the Process and Resources Developed for Ecolomedia Creating Multimedia Localisation Training Materials The Process and Resources Developed for eCoLoMedia Alina Secară, Centre for Translation Studies, University of Leeds, UK [email protected] Pascaline Merten, Haute École de Bruxelles, Belgium [email protected] Yamile Ramírez, Universität des Saarlandes, Germany [email protected] Abstract We present the online resources developed as part of eCoLoMedia, a European collaborative project in the domain of translator training, the technology used in implementing its website and in localising project materials, and discuss the impact that the rise of entertainment and cultural industries has had in this field of translation. We analyse the results of a needs analysis survey carried out in 2008 by the Institute of Translation and Interpreting (ITI) and illustrate how the results of that study influenced the design and creation of materials. The aim of this project is to encourage trainers or individuals to gain knowledge in emerging translation fields and provide a chance for hands-on practice, be it in class or at home, using online materials on topics ranging from subtitling and voice-over to games and Flash localisation. 1. Introduction Across the globe, the television and cinema sectors are becoming increasingly diversified. The market share of European films in Europe has grown from 20% in 1999 to 30% today1, and their market share also shows constant growth in China, where 45% of films distributed are foreign. Moreover, video gaming is the fastest growing European content industry, with total revenues of €6.3 billion in 20062, exceeding those of cinema box offices. Yet these audiovisual products are impressive not only in terms of economic power, but also for their linguistic and cultural diversity, which requires them to undergo several localisation processes before distribution, involving specialist translators skilled in using specialised translation tools. eCoLoMedia (Vocational Training in Multimedia eContent Localisation: Developing shareable and customisable resources for vocational training in multimedia eContent localisation), a Leonardo-funded project, brings together academics, professional associations, content developers and software developers to build online resources to respond to these identified needs in vocational multimedia translation training. The following sections explain the project’s journey, from the needs analysis carried out by ITI, and the design, production and localisation of materials, through to 1 http://ec.europa.eu/commission_barroso/reding/video/20090511/index_en.htm 2 http://ec.europa.eu/information_society/doc/factsheets/069-videogames-en.pdf 1 user evaluations. Examples of materials created and their localised versions in a variety of European languages - Flash clips, video and audio files and a game - are presented together with scenarios for their integration into vocational translator training. The activities we suggest are integrated with CAT tools, such as translation memories, terminology databases and subtitling software, and the use of standards such as XML is encouraged. Our objective is to demonstrate that multimedia localisation in the classroom is not only feasible but a thought-provoking and exciting way to bring traditional translation classes into the 21st century. The courses and exercises developed are available free of charge on the project web site: http://ecolomedia.uni-saarland.de/ and are aimed primarily at trainers, students and professional translators who want to enrich and expand their activities and adapt to market changes. The resources cover the main multimedia areas: subtitling, captioning for deaf and hard-of-hearing, dubbing, audio and video voice-over and Flash and game localisation. For each of these domains, training kits are offered to support practical exercises, and more general learning scenarios are suggested. 2. Needs Analysis – summary of results The needs analysis questionnaire was carried out at the beginning stage of the project, by ITI, among its members - translation trainers, industry (clients) and language service providers. The questionnaire took place between May 2008 and August 2008 with 54 respondents fully completing the survey. The questions were designed in such a way as to allow the respondents to select more than one option for every question. The aim of the survey was to gain first-hand information on the existing knowledge, expectations and needs of the project’s target audience. We wanted to create materials for integration into vocational training and needed information regarding the best way of introducing new audiovisual translation practices into the educational environment. The pedagogical approach that we would ultimately suggest had to allow for flexibility and cover as many scenarios as possible. A direct consequence of the explosion of the media industry and the changing industry practices is that vocational translation training is required to embrace a wider variety of scenarios, integrating the use of ever more complex files, tools and adaptation techniques. Our survey3 (Figure 1) confirms the presence in the industry of a variety of source file types handled in translation projects. Although translator trainers seem reluctant when it comes to integrating video, XML and EXE files in their teaching (Figure 2), there are a variety of file formats in use. The ratio of file types is comparable for the two respondent groups, that is clients requiring translations and translation trainers using different file types in their teaching, with text files (to include Doc) and HTML seeming to be the most popular, followed by XML, video and audio. The numbers in the charts represent the actual number of respondents that chose that option. 3 ITI eCoLoMedia Survey 26/08/08 http://www.iti.org.uk/indexMain.html 2 Figure 1: Source file formats used in the industry Figure 2: Source file formats used in translation training Another aspect of our analysis was related to finding out about the training practitioners and trainers had been exposed to, in order to identify the areas where further training was needed. As detailed in Figure 3, the training undertaken by translation trainers varies greatly, but all areas from our survey were represented. As predicted, more established areas such as translation memory and terminology management are in the lead, with areas such as voice-over and subtitling still in their infancy, but nevertheless present. 3 Figure 3: Courses attended by translation trainers Finding out about the main difficulties translation trainers encountered when teaching translation was another area of interest. The most prominent problem identified, as detailed in Figure 4, was the lack of sample materials and guidelines. As audiovisual translation is a relatively new area, it was to be expected that trainers would need guidance and sample materials. Nevertheless, we had not expected that the availability of materials in a variety of languages, a central issue a few years ago, would now appear to have been almost completely overcome. This raised the expectations and need for our materials to provide not just resources but most importantly to assist trainers in efficiently integrating them in their teaching activities. Figure 4: Teaching materials development – challenges The Internet was ranked as the most heavily used source for finding relevant training materials, followed by clients and TV channels. As our materials were to be offered only online it was reassuring to see that this practice was already established. Overall, the analysis made us more aware of the importance of creating clear guidelines and instructions to accompany the raw materials. Moreover, by drawing parallels between the industry sector, LSP and trainers, evidence suggests that some progress had occurred in the training sector, in that industry practices were being followed more closely. More translation types have entered the classroom and more 4 links between the three parties seemed to have emerged over recent years. Furthermore, trainers seem to acknowledge the need to move with the industry and provide in their teaching the variety that is found on the translation market. 3. The project resources The eCoLoMedia goal was to offer relevant resources for trainers, students and professional translators to experiment with various aspects of multimedia localisation. In practice, this meant finding and preparing files representative of different modes and in various formats, localising them and uploading the resulting linguistic versions on the website, together with possible scenarios of their integration in a learning situation, be it online or face-to-face. Definition of the field As shown in Figure 5, the scope of the multimedia field is vast. However, given the time and funding constraints operating on the development of the project, eCoLoMedia can deal only with a selection of materials. Priority has thus been given to those media (audio, video, Flash and videogames) and modes of linguistic transfer (subtitling, subtitling for deaf and hard-of-hearing, dubbing, voice-over) that can be realistically used in teaching scenarios. Certain combinations of media and linguistic transfer are presented as individual modules: • audio and voice-over • video and subtitling • video and voice-over • Flash and localisation of XML files • video and subtitling for deaf and hard-of-hearing (SDH) • games and localisation of Excel and XML files Figure 5: Multimedia translation field For every topic listed
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